Actually, I have some doubts about collaborize classroom is an ease for teachers with their heavy workload, because he or she need to create this platform first and then follow it very closely in order to include all the students.
That may be a drawback for the teachers teaching different courses but time allocated for lessons are not enough to engage students in discussions and have every student voice their ideas. This is just an example. Teachers can use any other online platform to do this.
This can be used in the online classes. I taught several online and blended courses before. One missing element was the audio-visual cues in online discussions. I would be more inclined to use the tools that allow muli-modal interaction in an online platform.
Dr. Demirel is one of the important professors in Turkey who has worked in the field of Educational Sciences for 36 years at Hacettepe University. Mostly, he has focused on curriculum development, different learning approaches, teacher education and English language teaching in his articles and papers. Via this link, you are able to reach the names of his articles, papers, books, projects and so on.
The link is to an interview with Etienne Wenger, who is an educational theorist and practitioner, best known for his formulation (with Jean Lave) of the theory of situated cognition and his more recent work in the field of communities of practice. There are various questions in the interview and can help us understand in detail.
Defne shared a video about teacher education in Finland and I have a document about that also which is sort of a collection and summarize of data from different resources and from my observations when I was there. But I can not share the doc file here so feel free to ask me if you are interested in;)
I know it's related to our previous topic, but still I like the way she explains; a clear model of the thousands of little things that have to happen as we move from novice to expert and wanted to share with you.
What we learn from our siblings when we grow up has -- for better or for worse -- a considerable influence on our social and emotional development as adults, according to an expert in sibling, parent-child and peer relationships at the University of Illinois.
http://link.springer.com/article/10.1007/s10648-012-9195-x#page-1
This is the article "Educational Implications of Expertise Reversal Effects in Learning and Performance of Complex Cognitive and Sensorimotor Skills" by Slava Kalyuga, Remy Rikers and Fred Paas (we omitted it from the readings but you can read additionally)
Actually the skills are predetermined and while learners study the tutors monitor their performance and learning by the help of some algorithms called model tracing and knowledge tracing. So according to the learner's performence the tutor changes the expected skills
Thank you Halil, it's a very good example. And Canan mentioned a good point but I have a question: If we use these kind of systems, do we need empty tools for teachers which they can fill for their own instructional purposes or do we need a complete environment which teachers will just use?
Pınar, I think Carnegie Learning "Success Stories" page does not provide the information whether the research group uses the tutoring system as additional or supportive on top of the control group's traditional lesson content. So if the research group only used the tutoring system then it is a significant result.
I think it was a supportive program because in the report it was stated that the Cognitive Tutor Algebra I curriculum consisted of classroom instruction, software sessions, and text. However, the information provided in the report is not sufficient to make an evaluation of the program, other variables might have influenced the results.
Thanks for sharing. Yet I have doubts whether we can call Vitamin as a Cognitive Tutoring Tool. I have just visited the site and checked it. Considering the part about principles and methods for cognitive tutor design on page 67, we see that in Cognitive Tutors the emphasis is on the structure underlying the problem solving, and there we see immediate feedbacks and also minimizing working memory load is important part of them. As I see, what is specific about the Cognitive Tutors is that they have algorithms tracing the learning process and directs it according to the learner's performance spontaneously. Observing Vitamin I see a nice online educational tool including videos, examples about the subject and tests. But still I have doubts whether it is a kind of cognitive tutor or an online education platform.
I agree with Halil, Vitamin is like distance education programs of Anatolian University. It offers videos presenting he topic and tests of the related subjects. Learners do not take immediate feedback which lead to the individualized progress in the program.
I checked it also but when I made an error(Of course it was in purpose B-) the feedback was not like a feedback. And I am also curious what is the meaning of those triangles and trees on the coordinate system according to designer.
I think the designers of these kind of tutors rely on some accepted design principles like representing student competence or minimize working memory load, but they also follow pedagogical guidelines which impose them to find the most appropriate ID model. Since the analogy might be taken too literally they do not prefer to build an ITS modeled on human tutors. So I think there is no specific ID model for the designers but it should be an employee rather than an employer.
I reallu like this application. Students can learn both geometri and how they can draw their way not to crash some objects. But The sam question came my mindwith Filiz, is this develop higher order thinking skills?